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I linked this blog post in a reply at the bottom of a long comment chain, but it occurs to me that it is probably worth discussing in it's own right.
According to all known laws of physics and aviation there is no way that a bumble bee ought to be able to fly. The bee, of course knows nothing of this and insists on flying anyways.
Wikipedia has an entry dedicated to the phrase “Thank God for Mississippi” because for the last 100 years or so, no matter how bad off your state may be in a particular way, you could typically take solace in the idea that Mississippi had it worse. "Yes, our health outcomes suck..." the the people in Wyoming and Alaska may tell themselves "...but at least we aren't Mississippi".
In my experiance shitting on the South Eastern US as an embarassing, degenerate, cultural backwater, is not only tolerated in blue and grey tribe spaces but venerated and encouraged. Of course the south sucks, that's where Mississippi is. If you are from that region and you are persuing a degree at a school like Stanford or Cal-Tech you quickly learn to hide your accent and claim to be from somewhere else if you want to be taken seriously and graded honestly by your professors.
According to all known laws of of demographics, economics, and reason Mississippi shoud not have good schools and yet...
The "Missisippi Miracle"
In 2002 the second Bush administration signed the No Child Left Behind Act into law. Educational standards and reform had been had been a big part of his 2000 campaign platform, his wife Laura being a grade-school teacher, and one of the provisions of this act was a a mandate that "Public" (that is tax-payer-funded) schools would participate in the National Assessment of Educational Progress (NAEP) originally established by the Johnson administration in 1964. As a result we now have standarized test data for almost every state and municpiple school district in the country going back over two decades.
For those outside the US, US school system is typically broken into 3 4 year long blocks. Kindergarten/Elementry School, Middle/Secondary School, and then High School. Specific names and implimentations vary from state to state but as a general rule the idea is that a child will enter the public school system at the age of 5 or 6 and graduate at the age of 18. The NAEP tests students for reading and mathematical proficiency at grades 4 and 8, IE upon entering and exiting Secondary/Middle School.
In 2003 Missisippi 4th graders where ranked near to last in the nation for reading comprehension, with an unadjusted average of 203. Only DC and Puerto Rico ranked lower. As of 2024 thier score is 219, representing a lttle over a standard deviation of improvement and placing them just shy of the top 10. This on it's own would represent admirable progress, but where things start to become unhinged is when you look at the "adjusted" figures. NAEP and various outside NGOs apply various adgustments to the raw scores in an attempt to control for things like demographics, socio-economic status, and spending per-student. When these "adjustments" are applied, Mississippi schools are not just performing better than they were 20 years ago, they are performing better than any other state school sytem in the nation. This is the alleged "Miracle".
Now a number of liberal commentators ranging from Friedliche DeBoer (of the South African Boers perhaps?) and Kevin Drum to Steve Sailer and the LA Times have all tried to debunk the so-called "Mississippi Miracle". The arguments generally fall into three broad categories. The first is that the mainstream media, academia, and establishment politicians are all prejudiced against liberal coastal blue-coded states like New York, Massachusetts, California, and Oregon, in favor of southern states like Mississippi. I find this claim laughable on it's face for reasons stated in the opening of this post. The second is the significantly more defensible claim that the NEAP's "adjusted" scores do not accurately reflect ground level truth. I believe that this is a fair critique, but the people making this critique often explicitly refuse to acknowledge that the unadjusted scores also saw an marked improvement (casts side-eye at Sailer and DeBoer) and that even when comparing like to like, the average Black student in Mississippi reads at a level about 1.5 grade levels higher than the average Black student in democratic strongholds like Illinois or Wisconsin.
Finally there is the claim that Mississippi is effectively "gaming the system". In 2013 the Mississippi State Legislature enacted the Literacy Based Promotion Act (LBPA) which required kids to pass a reading test to be promoted from elementary to middle school or else be held back or forced to repeat a year. The argument as it is, is that 4th graders in Mississippi are actually 5th or 6th graders by any other state's reckoning. If that were true one would expect to see a substantial age difference in the class cohorts, however that is not what we see, the average age of a 4th grader in Mississippi is only 0.01 years (or just under 4 days) above the national average.
To all appearances, and against the most ardent protestations of our resident Boer it would seem that having standards and enforcing them may actually matter.
How is this possible
I have a cynical answer that I expect to get me in trouble with the moderators, because I am about to take a stand in defense of Bulverism. Ad Hominem may be a formal fallacy, but in the real world it provides real value. Whether or not someone has an ulterior agenda is absolutely something you should be thinking about when you are trying to decide whether or not you are going to believe them.
I expect to be accused of "lacking charity" but the words are going to be theirs not mine. At some point all the experts in the blue and gray tribes seem to have decided that teaching kids to read was too much trouble and that not teaching them to read would be just as effective at promoting literacy as not doing so because demographics matter more than basic competency or engagement. Why would they do that even as they admitted that “For seven years in a row, Oakland was the fastest-gaining urban district in California for reading,”. The answer is in the following line "And we hated it."
By claiming that standards matter i am effectively take taking a shit on the foundational beliefs of Steve Sailer, Friedliche DeBoer, and a number of users here including at least one moderator.
Mississippi accepts your hate and Volleys it back. Ideocracy may be coming for America, but its coming for you, the blue tribe, not for MAGA country. We will teach our children Shakespeare Kipling and Twain, and you will not, and in 20 years we will see who has come out on top.
I think for three years I watched Robby Suave at The Hill tee off on the Teacher's Union for fighting against phonics based teaching, despite all the science and decades of outcomes showing that whole language teaching is a miserable failure. But teachers hate it, because it's rote and boring, and they insist on narcissistically avoiding all unpleasant aspects of their job. Despite being responsible for the education of our next generation. So their union fights phonics based teacher curriculums tooth and nail.
At least that's what Robby's reporting showed consistently over the years. It was a bit of a hobby horse for him, and an area where his libertarian brain really found a nit to pick with the "trust the science" blue team.
The point I'm drifting towards is that this is really a proxy battle against teachers. The profession is overrun with activist LARPing as educators, their union is controlled by a lesbian activist, and to whatever degree education is occurring, it's haphazard and inertial based on decades of diminishing institutional knowledge. It's a low pay, highly political profession, and increasingly only true believers are attracted and willing to stay in the profession. The ones that treat the trials and tribulations of the profession as a test of faith for their activism are the only ones that thrive.
The median teacher is a normie. Mathematically, this must be true- there are simply too many of them for it not to be.
But to be more specific, teachers are very very conformist women who are at least moderately good at school. If, going through a 'standard' American education system, you uncritically do what the system recommends at every point(and are smart enough to do so, but not smart enough for someone to recruit you out of it), you will probably wind up as a teacher. This is not a recipe for pushing back against retarded activist union bosses or doing hard work that your coworkers doubt the value of.
So no, Miss Smith, second grade teacher number three at literally who elementary that used to be named after a well-known but now problematic individual, does not bear responsibility for this proxy battle. It's hard to see how she even could. She took the job because she didn't think the default path pushed on her through very well, would rather go home after her shift than engage in politics but doesn't know how to say no. She probably likes believing that she's helping the kids in her classroom; she certainly likes the kids. She probably doesn't like her admins or union bosses but does whatever they say with no pushback- because she has never pushed back against anything in her life, ever. That the teaching profession is populated, on the 'grunt' level with the normiest, most submissive women in existence may not be good, but it is a failure of all of society rather than of those teachers themselves.
There's about 4 million primary and secondary school teachers in the US, compared to about 260 million adults. That leaves plenty of room for non-normieness among teachers.
It's the teaching colleges and the universities. I saw the same when it came to newly-minted social workers: they had been stuffed to the gills with (slightly outdated by that time) theories of value-neutral, non-judgemental, the rest of it. So completely unprepared to deal with the types who were cunning, gaming the system, and knew exactly what buzzwords to use when spinning a tale to wrap the social worker round their finger and get them to advocate for "more gibs!" (that handy phrase which the job could have used back then) when interacting with authorities on their behalf.
The Pedagogy of the Oppressed is decades old by this time, and it's still being referenced, for one.
I haven’t encountered all that much of that, in the course of getting an education degree, among other things. There’s a lot of “we have the kids we have, not the kids we wish we had,” which is literally true but often used as an excuse. Lately, the higher ups have been going on a lot about “data” — academic data, behavioral data, data to get kids in trouble, data to get higher staff ratios, and so on and so forth. I don’t like it, much of the data is just a more onerous way of documenting opinions, but it’s certainly getting pushed hard.
That's a meaningful improvement over the training some friends of mine went through. Are they still teaching Gardner's multiple intelligences? And a few years ago, the district where I had gone to school adopted a commitment to achieving the same outcomes for all students regardless of their gifts or circumstances.
An acknowledgment that not all children are the same, and that their different gifts cannot be made to produce the same outcomes in the classroom, is actually a big deal.
I haven't heard about the multiple intelligences lately. It's been a lot of Science of Reading, High Quality Instructional Materials (apparently this has a more specific meaning than I had initially assumed), uninterrupted Tier 1 (basic curriculum) minutes in ELA and Math, and interventionists for elementary schoolers, including adding Math Lab, STEM, and SEL (social emotional learning) to the elementary specials rotation.
I have a relative who's starting a licensure program this year, so perhaps I'll find out what the current educational zeitgeist is.
What's your take on this? I remember some pitchforks and torches raised a few years ago by socially conservative parents of grade-school kids that it amounted to a program of socializing students into the teacher's ethics while framing it as a skills thing. I haven't looked into it enough to understand it.
I do remember when a bunch of placards sprang up in my early '90s public elementary school listing all the traits they expected to develop in students. It read like a list of virtues as conceived by a committee of bureaucrats.
My reaction was more or less, "What qualifies you to teach me virtue?" I must have been a very humble child.
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